English 9--3/16/2018 & 3/19/2018

Jump Off (15 mins.)
--If I do not already have your terms poster, please turn it in by placing it in the black basket on the front table.
--Because all class blocks were crunched for time last time that we met, the first fifteen minutes of today's class block are yours to do the following:

• Continue (finish?) working on your mini-test
• Finish and turn in a one-pager (if you have not yet shown me that you read)
• Quietly look for a new novel-length work in our classroom library (with the knowledge, though, that we will head to the library during class soon)
• Engage in free reading of your current free reading book if you have already selected one
• Engage in free reading of Upfront newsmagazine
• Pre-read Act 2 of The Tragedy of Romeo and Juliet

Transition (2-3 mins.)
--Please pick up a copy of the "Defining Impulsiveness" document from the front table.  Purposefully read the directions and begin completing the task at hand quietly and independently.

S. the C. (10-12 mins.)
--Reminder: Beginning with the end in mind--our ultimate purpose when completing a first-draft "reading" and closely re-reading sections of The Tragedy of Romeo and Juliet:

ROUGH End-of-Unit Assessment Writing Prompt:
Write a multi-paragraph essay in which you argue the extent to which both Romeo and Juliet are impulsive by analyzing their behaviors during similar circumstances.  Then, answer the "so what" question: So what?!  Who cares?!  Why does this matter?!

--You should leave class today with...

• the Marking Period 3 and Marking Period 4 Free Reading Course Component completed
• the ability to better define "impulsiveness"
• a solid, supportable answer to each of the following questions:
• What is Romeo like?
• How do you know?
• a number in mind on a scale of 1-10 (a "score", if you will) that corresponds with Romeo's level of impulsiveness by the end of Act 1
• an explanation of why, using specific details from the play, you are giving Romeo the score that you are
• a clear sense of what to do between now and next class in order to continue moving forward.

--agenda/HW

T-P-S/Note-taking -- Defining Impulsiveness (12-15 mins.)
--directions clarified

• I will model first on the SMART Board and whiteboard with the first three definitions provided on the sheet in order to help you get started.

--quiet and independent work time (continued)
--Transition

• Partnerships formed via a drawing of cards

--partner share via the following sentence starter:

• "One 'thing' I added to the working definition on the front board is..."

--Transition

• Return to desks and prepare to share with the whole class in response to the following question:
• What can we add to our working definition on the front board?

--share-out via a drawing of cards--jot down the notes that end up on the front board on the back of your document, bearing in mind that these are the notes that I will use to create a class definition for posting in the classroom/on the blog!

Transition (5-8 mins.)
--Please pick up a copy of the "Purposeful Close Re-reading--Act 1, scene 1, lines 152-230" document from the front table.  Purposefully read the directions in order to answer these questions: What are you being asked to do?  What is the purpose of this task?

• thumb up when ready!
• questions answered (cards drawn)
• modeling with #1

Purposeful Close Re-reading (Share-Out/Discussion Preparation) -- Act 1, scene 1, lines 152-230 of The Tragedy of Romeo and Juliet (20-ish mins.)
--quiet and independent work time
--directions modeled for partner discussions

• Find someone who can answer or help you add to your answer for one of the boxes.  Ask the person to initial your box before sharing with you/helping you.  Jot down notes in your box while you confer with each other.
• If your name is called, you will come to the front board and jot down notes for a question of your choice instead of talking with a partner.

--partner discussions/"chalk-talk"

--Closure #1

• process through the information written on the front board in order to respond to the following prompt:
• On a scale of 1-10, rank Romeo's level of impulsiveness by the end of Act 1.  Justify your ranking.

Closure -- Romeo's Level of Impulsiveness (flex time)

• heads down/fingers up to determine class consensus
• class consensus shared
• individual rankings shared/justified

Before You Leave

--Pick up a copy of the class preparation assignment due NEXT CLASS ("Purposeful Close Re-reading--Act 1, scene 3, lines 64-100").

HW (Class Preparation)

--Consider re-reading and thinking about the "You should leave class today with..." in order to monitor your progress and move forward.

--Complete the "Purposeful Close Re-reading--Act 1, scene 3, lines 64-100" sheet to the best of your ability as per the directions by the beginning of NEXT CLASS (Tuesday, 3/20 [ACE] or Wednesday, 3/21 [BDF]).  This assignment is meant to both close out our work with Act 1 and help you craft your final essay.
--Strongly consider pre-reading Act 2 of William Shakespeare's The Tragedy of Romeo and Juliet before next class for the "gist".  Consider visiting the following web address:

• http://nfs.sparknotes.com/romeojuliet/page_74.html

--If you have not yet selected your final free reading book of the school year, consider doing so ASAP (with the knowledge, though, that we will head to the library during class soon)--ALWAYS BRING YOUR FREE READING BOOK TO CLASS!   


NEXT FEW WEEKS:

• Writing returned/revised in waves
• Wave 2--grammar hammer as per common errors
• Wave 3--organization as per sample paragraphs for "The Cask of Amontillado"
• Prior to "The Interlopers", share a few paragraphs as review of both organization and the concepts therein.